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  • Developing intersubjectivity and teamwork skills through learning circles on clinical placement: A mixed methods study

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    Billett513724-Published.pdf (442.0Kb)
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    Version of Record (VoR)
    Author(s)
    van de Mortel, Thea
    Billett, Stephen
    Armit, Lyn
    Frommolt, Valda
    Mitchell, Creina
    Mitchell, Marion
    Shaw, Julie
    Grealish, Laurie
    Griffith University Author(s)
    Billett, Stephen R.
    van de Mortel, Thea F.
    Frommolt, Valda J.
    Grealish, Laurie A.
    Mitchell, Creina A.
    Year published
    2021
    Metadata
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    Abstract
    Aim: To determine the efficacy of learning circles on developing intersubjectivity and teamwork skills and determine barriers to and facilitators of, learning circles as a learning tool. Background: Teamwork skills are vital for safe, effective nursing care and are dependent on individual team members’ shared understandings or intersubjectivity. Work-based learning circles offer a potential pedagogic strategy to promote teamwork. Methods: In work-based learning circles conducted in 2018, students drew a concept map based on a clinical case and discussed an element of it with the group. Using a convergent parallel mixed ...
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    Aim: To determine the efficacy of learning circles on developing intersubjectivity and teamwork skills and determine barriers to and facilitators of, learning circles as a learning tool. Background: Teamwork skills are vital for safe, effective nursing care and are dependent on individual team members’ shared understandings or intersubjectivity. Work-based learning circles offer a potential pedagogic strategy to promote teamwork. Methods: In work-based learning circles conducted in 2018, students drew a concept map based on a clinical case and discussed an element of it with the group. Using a convergent parallel mixed methods design, a cross-sectional survey of students using a student clinical experience questionnaire and a qualitative descriptive approach for interviews with clinical facilitators was conducted. Results: Overall, 128 Bachelor of Nursing students (88.9% response) completed the survey and five facilitators (50%) attended group interviews. Students agreed that core teamwork skills were developed during their placement and clinical facilitators reported (1) student engagement in the learning circle processes; (2) learning much about students’ abilities; and (3) developing subtle teaching skills to enhance discussion. Sharing experiences from different wards and clinical experiences was a platform for developing intersubjectivity. Conclusions: To promote intra-professional teamwork skills, conducting learning circles with students from different disciplines may further enhance intersubjectivity and is an area for further research.
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    Journal Title
    Nurse Education in Practice
    Volume
    56
    DOI
    https://doi.org/10.1016/j.nepr.2021.103214
    Copyright Statement
    © 2021 The Author(s). Published by Elsevier Ltd.This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC BY-NC-ND 4.0) License, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Nursing
    Curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/408466
    Collection
    • Journal articles

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